The study group of the current research consists of 107 pre-service teachers from the department of classroom teacher education of an education faculty. The participants of the present study are 3rd and 4th-year students from the department of classroom teacher education. Within two or three years, they will be able to work as teachers at elementary level. The pre-service classroom teachers were selected as the study group because these students will be teachers who will teach mathematical information, language skills, reading, writing and social skills and they will not be restricted to specific fields. In the present study random sampling method was employed and the pre-service teachers’ opinions were elicited by asking them to what extent they think that the criteria developed by the researcher in relation to mythic, romantic and philosophical understanding could be used in exams and/or learning and teaching process. Moreover, the participants were asked to develop some criteria in relation to examquestions asked to them and they were also asked open-ended questions to determine the priorities in the content of these questions. In this way, their opinions were solicited and analyzed.
During the administration of Section II, students may have no more than two calculators on their desks . Calculators may not be shared . Calculator memories do not need to be cleared before or after the exam . Students with Hewlett-Packard 48–50 Series and Casio FX-9860 graphing calculators may use cards designed for use with these calculators . Proctors should make sure infrared ports (Hewlett-Packard) are not facing each other . Since graphing calculators can be used to store data, including text, proctors should monitor that students are using their calculators appropriately. Attempts by students to use the calculator to remove examquestions and/or answers from the room may result in the cancellation of AP Exam scores.
Owing to the criticality of obtaining difficulty estimates for items (examquestions) prior to their use for scoring, current best practices require newly-developed items to be pretested. Pretest- ing typically involves administering new items to a representative sample of examinees (usually be- tween a few hundred and a few thousand), and then using their responses to estimate various sta- tistical characteristics. Ideally, pretest data are collected by embedding new items within a stan- dard live exam, although sometimes special data collection efforts may also be needed. Based on the responses, items that are answered correctly by a proportion of examinees below or above cer- tain thresholds (i.e. items that are too easy or too difficult for almost all examinees) are discarded. While necessary, this procedure has a high finan- cial and administrative cost, in addition to the time required to obtain the data from a sufficiently large sample of examinees.
We screened a total of 4,134 questions from the German National Medical Licensing Exam, Part 2 (October 2006 until October 2012), and assigned each question to one of 23 medical disciplines based on its topic and the correct answer. Questions from the four largest disciplines (in- ternal medicine, surgery, neurology, and pediatrics), which constituted more than 42% of all questions, were included in this study. Questions from other disciplines, such as ophthalmology, were excluded from our analysis, because their numbers per discipline were too small for statistical analysis. In certain years, some disciplines were not even included in the exam. Questions were assigned to the pediatric discipline when the age of the described patient was below 18 years. When an overlap between internal medicine and surgery was detected, questions were assigned to the surgery discipline when surgical proce- dures were the correct treatment. This resulted in 1,750 questions, which were included in our analysis (internal medicine: n = 931, neurology: n = 305, pediatrics: n = 281, surgery n = 233).
During the administration of Section II, students may have no more than two calculators on their desks. Calculators may not be shared. Calculator memories do not need to be cleared before or after the exam. Students with Hewlett-Packard 48–50 Series and Casio FX-9860 graphing calculators may use cards designed for use with these calculators. Proctors should make sure infrared ports (Hewlett-Packard) are not facing each other. Since graphing calculators can be used to store data, including text, proctors should monitor that students are using their calculators appropriately. Attempts by students to use the calculator to remove examquestions and/or answers from the room may result in the cancellation of AP Exam scores.
We use a two-step process to solve these prob- lems, first using a noisy classifier to find relevant passages and showing several options to workers to select from when generating a question. Sec- ond, we use a model trained on real science examquestions to predict good answer distractors given a question and a correct answer. We use these pre- dictions to aid crowd workers in transforming the question produced from the first step into a multi- ple choice question. Thus, with our methodology we leverage existing study texts and science ques- tions to obtain new, relevant questions and plau- sible answer distractors. Consequently, the human intelligence task is shifted away from a purely gen- erative task (which is slow, difficult, expensive and can lack diversity in the outcomes when repeated) and reframed in terms of a selection, modification and validation task (being faster, easier, cheaper and with content variability induced by the sug- gestions provided).
The degree program typically comprises of five Multiple Choice inquiries, in this way the absolute number of test questions is introduced as five. The Automated Exam Question Generator expects teachers to pick course code, exam question set and sections before test questions can be created. The nature of test questions weightage rate depends on the dimension of psychological area secured and it has been characterized as fitness value for this model. The low fitness value implies that high quality test addresses will be produced. Each experiment utilizing diverse number of sections chose. The created examquestions from this model appeared in Fig-4 the normal estimation of examquestions weightage rate is 70%. The most elevated examquestions weightage rate is 90% and the least examquestions weightage rate is 40%. The end result of this research affected by the smaller number of existing questions for each Bloom’s Taxonomy level in question bank.
In this part Exam server will spawn the QR Code and include examquestions. In this exam question paper embrace exam date, time, duration and percentage of each level. Questions are not going to grasp students in the same order. Moreover, the multi-choices of each question, for objective type questions, will be spun accidentally and delivered differently to each student. Exam server generate QR-code for each and every students.
Abstract. The number of clinical nurse is insufficient which causes the nursing manpower in the hospital is short staffed in recent years. However, the burden of patient care did not decrease but increase on the contrary. Therefore, the way to build a small and strong medical team under the existing manpower is to start with the enhancement of basic skills and the strength of nursing education and training. With the increasing application of mobile APP, applying of them to education and training in various professional fields has become more and more popular. In this study, an intelligent learning APP for nursing students is established according to the actual needs of the nursing students and clinical staffs. In addition to the basic nursing education functions, in particular, it provides an intelligent learning situation analysis and examquestions selection model in order to allow users to obtain a more targeted and personalized training environment during the learning process. The experimental results show that the mobile nursing education and learning system established with the APP can promote students’ learning efficiency and outcomes by about 34%, and it also gets a good responses in terms of satisfaction.
Numerous studies involving CPR TM usage in undergraduate Science-Technology-Engineering- Mathematics (STEM) education document quantitative learning gains for students. Physiologist Pelaez (2001) conducted a test using the following hypothesis: CPR TM increases achievement on both essay and standard textbook multiple choice assessment. Her conclusion after use of three (3) CPR assignments was that the mean mid- term essay scores were significantly better for topics taught using CPR than traditional instruction; mean scores on multiple choice items on the mid-term were significantly better for topics taught using CPR than using traditional instruction and mean total essay exam scores at the end of the semester were significantly better for topics taught using CPR than traditional instruction. Cervato, Rudd and Ridky (2003) performed a similar test with earth science students. Their conclusions are supportive, “…statistical results from this implementation show that students who completed the CPR assignment performed better on examquestions as compared to students who completed a different type of writing assignment.” Heise, Palmer-Julson and Su (2002) corroborate that “[w]ith the traditional writing assignments, students‟ writing skills showed no improvement between the first and second essay, while CPR students demonstrated improvement in technical writing and critical thinking skills between the two [geology] assignments.” Russell‟s findings (2005) across three different universities independently documenting student performance taught using CPR assignments reports a +10% gain for students than those taught through traditional lecture and textbook methods alone. Additionally, citing a national study of 10 courses in multiple disciplines, Russell cites that students‟ ability to review and evaluate content for accuracy, argument and logic improve irrespective of the academic level. Furman and Robinson (2003), however, derive a less stellar conclusion on engineering student achievement: “We saw some indications that CPR improved the students‟ writing abilities. The average CPR scores improved from 65% to 77% from those students who completed all three assignments. However, the scores for their writing itself (as judged by their peers) remained flat. The improvement in overall scores may reflect an increase in mastering the CPR system rather than an improvement in writing skills.” On the whole, statistical evidence supports the premise that CPR TM increases student course achievement.
You must complete the answer sheet using a No. 2 pencil only. Mark all of your responses beginning on page 2 of your answer sheet, one response per question. Completely fill in the circles. If you need to erase, do so carefully and completely. No credit will be given for anything written in the exam booklet. Scratch paper is not allowed, but you may use the margins or any blank space in the exam booklet for scratch work. Are there any questions? . . . You have 1 hour and 10 minutes for this section. Open your Section I booklet and begin.
Indicate all of your answers to the multiple-choice questions on the answer sheet. No credit will be given for anything written in this exam booklet, but you may use the booklet for notes or scratch work. After you have decided which of the suggested answers is best, completely fill in the corresponding circle on the answer sheet. Give only one answer to each question. If you change an answer, be sure that the previous mark is erased completely. Here is a sample question and answer.
the validity of the test. Actually, most of these flaws can be avoided by following some simple rules. In our study, the main reduction (31.6 %) in the percentage of these flaws was observed in 2011, probably due to a better selection process. The most common flaw within this category, showing no improvement over the time period analyzed, was the presence of non-plausible options. Bonillo  ana- lyzed the 2005 and 2006 MIR exams from a psychometric perspective, and demonstrated that one or two of the options given for several different multiple-choice questions were non-functioning. The frequency of this flaw is a good example of the difficulty involved in writing good quality multiple-choice questions. This issue could be improved by dedicating more time and effort to each multiple-choice question, or alternatively, reducing the number of possible answers, as other authors suggest [11, 12]
At present, there exists no meta-rule that would permit a confident ap- proach to reconciling the different regimes. Interpretive techniques con- tained in the VCLT have their place, along with the lex specialis maxim, but all such techniques should be guided by a sense of mutual reinforcement between regimes. Where there is unavoidable conflict of opposing norms, then a self-aware recourse to publicly stated values will need to underpin interpretive choice. Such moments will expose a clash of ethos and profes- sional commitment, but it need not be an exercise of relativism. There are theories of interpretation that respected scholars such as Ronald Dworkin have advanced that are designed to balance competing equities. These ap- proaches may offer some solution to the interpretive questions discussed above.